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Contents
Introduction 2
LitterinWesternAustralia
Litterinyourschool
Thisresource
Leveldifferentiation
Modificationideasforearlychildhood
Valueseducation
Tipstoagreenerclassroom
Matrix 4
ActivitiesLitterandyou 6
Whatislitter? 8
Littermuster 12
Minilandfill 16
Don’tdumpit…divideit! 18
Allwrappedup! 22
Downthedrain 26
Litterhazards 31
Littersurvey 34
Litterbugsbeware! 37
ExtrasTheLitterbugSong 39
Litterquiz 40
10questionsgame 42
Litterbugswordsearch 43
Recommendedreading 44
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Acknowledgments
WrittenandcompiledbyKateMacRaeIllustrationsbyRodWallerDesignbySu-AnneLee,SpiceCreativeEditedbyJennieAndertonandKayeVerboon
ISBN0-7309-7291-7
Copyright2008DepartmentofEnvironmentandConservation
Teachersmayusepartsofthisbookfornon-commercialclassroomusewithoutpermissionfromthecopyrightholder.Forallothers,reproductionwithoutpermissionisprohibited.
ThisguidehasbeendevelopedbytheKeepAustraliaBeautifulCouncilaspartoftheDepartmentofEnvironmentandConservation.Formoreinformationabouttheprogramortoobtaincopiespleasecontact:KeepAustraliaBeautifulLockedBag104BentleyDeliveryCentreWA6983Phone:(08)64675169Fax:(08)64675532Email:kabc@dec.wa.gov.auWeb:www.kabc.wa.gov.au
KeepAustraliaBeautifulwouldliketothankthefollowingteacherswhoprovidedvaluableinformationandfeedbackontheseactivities:
AmyWoodward-HarveyPrimarySchoolAngelaSmith-RottnestIslandPrimarySchoolAnnShakespeare-StAnthony’sSchoolCherylinEmery-MountHawthornJuniorPrimarySchoolKerryBrown-WestLeemingPrimarySchoolLisaNelson-EastNarroginPrimarySchoolLydiaChristie-ChurchlandsPrimarySchoolMichelleHolthouse-SalmonGumsPrimarySchoolRenieAllenandGillianGreen-AttadalePrimarySchoolSaminaKhan-AlHidayahIslamicSchoolSandraLong-EastHamersleyPrimarySchool
KeepAustraliaBeautifulacknowledgesthefollowingsourcesofinformationinpreparingthisbooklet:
CleanUpAustraliaRibbonsofBlueWasteWiseSchoolsEvolveCommunications
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Introduction
Litter in Western AustraliaLitterisanongoingproblemfacednotjustbyeveryschoolbutbyeverycommunityinWesternAustralia.Litterinourpublicspacesandwaterwaysisabigproblemandhasarangeofeffectsonourcommunity.Notonlyisitaestheticallyunsightlybutitcanimpactonourenvironmentandourhealth.Researchalsoindicatesthatlitterisaprecursorofotherantisocialbehaviourssuchasgraffitiandvandalism.Theseconditionshavebeenshowntoescalatetogeneralanti-socialbehaviourandlow-levelcrimeinsomeareas.
Thefactsandfiguresoflitterarequitestaggering.Duringthe2006/2007KeepAustraliaBeautifulNationalLitterIndexsiteswereselectedfromeachStateandsurveyedonceinNovember2006andagaininMay2007.Acrossthesites(beaches,roads,waterwaysandpublicspaces)WesternAustraliarecordedanoverallincreaseinlitteritemsfrom16,217in2006to23,080in2007.
PlasticwasthemostvoluminouscategoryoflitterinWA.ItisestimatedthatAustraliansuse6.9billionplasticbagsperyear(that’s326perperson)ofwhich49,600,000endupaslitter!Plasticshoppingbagscantakeupto1,000yearstobreakdown.Thesesamebagscauseanestimated100,000deathsofseaturtlesandothermarineanimalseachyear.Andthat’sjustplasticbags!Onceyoustarttakingintoaccountthemanytypesoflitteritbecomesevidentthataddressinglitterandlitteringisanecessaryandextremelyimportanttask.
UnderWesternAustralia’sLitter Act 1979,litteringisillegal.TheActauthorisestheKeepAustraliaBeautifulCouncil(aspartoftheDepartmentofEnvironmentandConservation),localgovernment,policeandotherlitterenforcementagenciestotakeactionagainstthosewholitter.Thisactioncanbeintheformof‘on-the-spotfines’,orasreportstotheKABCwhicharefollowedupbyfinesbeingsenttotheoffenders.
Litter in your schoolManyschoolsexperiencedifficultiesmanaginglitterandrecognisetheimportanceofacleanandhealthyenvironment.Educatingstudentsabouttheeffectsoflitterisakeysteptowardslitterreductioninthecommunityasawhole.
Learningaboutlitterisanongoingprocessandshouldformpartofstudents’long-termlearning.Itencompassesmanytopicsacrossthecurriculumandacontinualprogrampromotedallyearroundisthebestapproach.
Teacherswillfindavariationintheinformationgainedbythestudentsdependingontheirlocale.WastemanagementvariesthroughoutcouncilsinWA,especiallyinregionalareas,intermsoflandfilltypes,accesstokerb-siderecyclingandresourcerecoveryfacilities,andapproachtolitterandillegaldumping.StudentsshouldbecomefamiliarwithlocalconditionsaswellasgainawarenessofotherservicesthroughoutWA.
This resource“LearningAboutLitter”hasbeendesignedforprimaryschoolusetohighlight,inafuninteractiveway,aseriousproblemthataffectsusall.Itprovidesacross-curriculaapproachtolitterwithlinkstotheWACurriculumFrameworkineachactivity.
Thelessonscontainedinthisguidehavebeentestedandfoundtobepractical,bothforindividualclassesandincludedinawholeschoolapproachtowaste.Teachershavefoundthelessonstobeinformativeandvaluableingeneratinggreatdiscussionamongstthestudentsastheydeveloppositiveattitudesandconcernfortheenvironmentwhileengaginginenjoyable,hands-onactivities.
Theactivitiescoverwhatlitteris,whereitcomesfromandwhyweshouldcareaboutit,pluswaysthatindividualsandsocietycanstartsolvingtheongoingwasteproblem.Theyaresequencedtobuildonstudents’progressiveknowledgeoflitterandworktowardsacampaigninvolvingthewholeschool.Extensionactivitiesfromarangeofcurriculumareashavebeenincludedtofurtherexpandtheconceptsineachactivity.
Theprogramcanbeusedinmanywaysdependingontheneedsofyourschool.Somesuggestionsare:• aclassunitintegratingallareasofthecurriculum
• acrossasectionoftheschool,forexamplelower,middleorupperprimary,soclassesworktogetheronalitterpreventioncampaign
• classpairs–duringthetrialoftheseactivitiesapre-primaryclassworkedwiththeirYear7buddiesandbothclassteachersfoundthisworkedextremelywell
• asasocietyandenvironmentfocusacrossthewholeschool
Level differentiationTheactivitieshavebeendevisedsothattheycanbeenjoyedbystudentsatlevelsone,twoandthreeoftheCurriculumFramework.Theyaremainlyaimedatmiddlechildhoodsothatteacherscanadaptthemfortheirclass.Theabilityofthestudentswilldeterminehowfartheyprogresswithanactivityandthedepthofdiscussionandanalysis.Teacherswillneedtousechildren’sresponsestoassesstheoutcomelevel.
Modification ideas for early childhood• Activitiesrequiringrecordingofdatacanbedonepictoriallyfornon-writersorwithadult/buddyhelporasawhole
class.
• Chooseonlysomeoftheworksheetquestionsandanswerviadiscussionordrawings.
• Cutpicturesfromnewspapersormagazineswhichhighlightanswerstoquestionssuchas“howcanlitterbemovedabout?”
• Makecollagesoflitteritems.
• Insteadoflisting/drawing,makehands-onexamplesofitemsthatcanbereused,e.g.makeaflowerpotfromanoldplasticdrinkbottle.
• Enlargediagramsforchildrentocolour.
• Makesequencecardsfromthestormwaterdrainpicturesthatcanbereusedmanytimes.
• Usedramatodemonstratelitteringbehavioursandhazards.
• Learnsongsandpoemswithanti-littermessagesorplayonlinelittergames–see‘usefulwebsites’ineachactivity.
Values educationUnderlyingeachactivityinthisresourceisthevalueofenvironmentalresponsibility.Studentswillgainarespectandconcernforthenaturalenvironmentandacommitmenttoregenerativeandsustainableresourceuse.Theywillalsobedevelopingothercorevalues,inparticular,thepursuitofknowledgeastheystrivetounderstandtheworldandsocialandcivicresponsibility,includingparticipatingindemocraticprocessesandbeingresponsiblefortheimpactoftheirchoicesonnatureandthecommunity.
Tips to a greener classroomWhileworksheetshavebeenprovidedinthisresourcetherearemanyotherwaysofcompletingtheactivitieswithoutphotocopyingnewmaterials.Someotherideasfromteachersinclude:• workbooksforstudentsandwritequestionsontheboard,overheadprojectororinteractivewhiteboard
• copyontorecycledpaper
• completeworkingroupsrecordingononesheetofreusedpaper
Ifyoudodecidetophotocopy,pleasetrytousebothsidesofthesheetofpaperandencourageyourschooltoonlypurchaserecycledpaperforphotocopying.
Inyourclassroom,adopttheidea“redisdead,white’sallright”.Havetwoboxesavailabletostudentsforusedpaper.The“redisdead”boxisforpaperthathasbeenusedonbothsidesandneedstogotorecyclingandthe“white’sallright”boxcontainspaperthathasonlybeenusedononesideandcanbereusedbystudents.Someteachersalsomakeworkbooksforstudentsbystaplingtogethersheetsof“white’sallright”paper.
ChildreneasilyidentifywiththeaimsoftheKeepAustraliaBeautifulCouncilandgenerallywanttodotherightthing.Makingthesesmallchangesinyourclassroompracticesveryquicklybecomeshabitforstudents.
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Lear
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Sci
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Eart
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Inte
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Conducting
Processing
Applyingandintegratingsciencewithinourlives
Impacts,ethicsanddecisionmaking
Thenatureandpeopleofscience
Sustainabilityoflifeandwiseresourceuse
Differentmaterialshavedifferent
propertiesandthesepropertiescanbe
relatedtotheiruses
Interactionsbetween,andchangesto,
materials
Promotingwell-being
Self-understanding
Relationshipskills
Workingwithothers
Activity
Litt
er a
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Wha
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litt
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Litt
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Min
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Don
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divi
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Dow
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Litt
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All
wra
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Litt
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urve
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Litt
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bew
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How
the
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Curr
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Lear
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Lear
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a O
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Inve
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Com
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Par
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onP
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and
Spa
ceR
esou
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Tim
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Cont
inui
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& C
hang
eN
atur
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Soc
ial S
yste
ms
Act
ive
Citi
zens
hip
Conducting
Processingandtranslating
Applyingandcommunicating
Featuresofplaces
Peopleandplaces
Careofplaces
Useofresources
Managementandenterprise
Interpretationsand
perspectives
Naturalsystems
Politicalandlegalsystems
Economicsystems
Democraticprocess
Socialjustice
Ecologicalsustainability
Activity
Litt
er a
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litt
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Litt
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Min
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Don
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it…
divi
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Dow
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Litt
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All
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Litt
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Litt
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Litter and you
Circle the face which shows how you feel.
WhenIseelitterintheschool…
WhenIseelitterinthestreet…
WhenIseelitteratafootball,netballorcricketgame…
WhenIseepeoplelittering…
Litter in the playground is a problem for the environment:
notatall alittlebit alot
Food counts as litter:
never sometimes allthetime
A turtle in the ocean could be affected by litter I drop in the playground:
noway possibly definitely
Listasmanywaysasyoucanthatlitteringimpactsonourenvironment
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Litter and youStudents complete a litter questionnaire to record their feelings and knowledge of litter
Curriculum LinksSocietyandEnvironment PlaceandSpace Peopleandplaces;Careofplaces
Time,ContinuityandChange Interpretationsandperspectives
Science ActingResponsibly Impacts,ethicsanddecision-makingScienceinSociety Thenatureandpeopleofscience
HealthandPE Self-managementskills Self-understanding
OutcomesStudents will understand that• People’sactivitieshaveplannedandunplannedimpactsonthenaturalenvironment• People’sopinionsdifferandconsiderationforprivacymustbeshowninaninvestigation
Focus questions• Howdoyoufeelaboutlitter?• Whatdoyouknowaboutlitter?
Preparation• Photocopythe‘Litterandyou’questionnaireforeachstudent
Activity1. Letthestudentsknowthatyouarestartingaunitonlitter.Withoutmuchdiscussiontobeginwith,haveeach
studentcompletethequestionnaireandfileitforreviewlater.
2. AsaclasscommenceaKWLaboutlittertofindoutwhattheyalready‘Know’and‘Wanttofindout’(questionstheymaylikeansweredthroughouttheunit).
3. Attheendoftheunit,studentscompletethequestionnaireagainandnotetheirownchangeinknowledgeandattitudetowardslitter.CompleteyourKWLasaclasstoshowwhatstudentshave‘Learned’.
Some useful websiteswww.kabc.wa.gov.au–KeepAustraliaBeautiful
www.zerowastewa.com.au–WasteManagementBoard
Tip: Double-side it as you
will need the other copy at
the end of this program!
Extension ideasSociety and Environment• Usetheactivitywithasampleofstudentsacross
theschoolbeforeandafteryourclassstartsits‘Litterbugsbeware’campaign.
English• Writeareportonyourfindingsattheendofthe
programstatinganychanges.
Maths• Makeaclassgraphoftheresultstocompareany
changeinattitudes.
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Focus questions• Whatislitter?• Whendoesanitembecomelitter–isitfromthemomentofpurchase,whenit’sonthefloorofthecar,inthebin,
blowingalongtheroadside?
Preparation• Prepareanoverheadcopyoftheinformationsheet“Whatislitter?”orphotocopyaclasssetwiththeworksheet
ontheback.• Writelitteringoffencesonthewhiteboardorwriteeachoneonaseparateslipofpaper• Writeworksheetquestionsonthewhiteboardforchildrentocopyintotheirworkbooksifnotphotocopyingaclassset.
Activity1. Brainstormwiththewholeclass“Whatislitter?”Askwhichtypesoflittermighthavebeengeneratedtodayby
themselves,theirfamily,theschoolorthecommunity.Makealistofalltheitemsstudentscanthinkof–keepthislistandaddtoitasthestudentsbecomemoreaware.
2. Readtheinformationsheetanddiscussthekeyconcepts:litteriswasteoutofplace;sourcesoflitter;littercanbemovedabout;sixkeyproblemsgiven–cantheythinkofanymore?
3. Introducetheconceptofthelaw–litteringisillegalandpenaltiesapply.
4. Insmallgroups,giveeachgrouponedifferentoffencefromthetableandaskthemtoawardapenaltyamount.
5. Sharethesewiththerestoftheclassandjustifytheirreason.Comparetotheactualfineswhichapplyfortheoffence.
6. Studentsindividuallycompletetheworksheet.
7. Asawholeclass,discusssomeofthestudents’answersto“Doyouthinkitisfairtofinepeopleforlittering?”
Extension ideas
Some useful websiteswww.dec.wa.gov.au–DepartmentofEnvironmentandConservationwww.epa.wa.gov.au–EnvironmentalProtectionAuthorityofWAwww.cleanup.org.au–CleanUpAustralia
Society and Environment• Findoutmoreaboutthedifferentorganisationswho
enforcelitteringand/orwhoareworkingtowardsreducinglitter,e.g.KABC,councils,police,media,FireandEmergencyServicesAuthority(FESA).
• Invitesomeonefromthelocalcounciltotalkaboutlitterinyourcommunity–dotheyconsideritaproblem,whateffectsdoesithaveandwhataretheydoingaboutit?
English• Findoutmoreinformationaboutlitterand
litteringontheKeepAustraliaBeautifulwebsite,www.kabc.wa.gov.au
• Studentsreadandcollectarticlesfromthenewspaperrelatingtolitter,pollutionandwaste.
• Discuss/writeaboutlitteroffencesyouhaveobserved.
• Conductaclassdebateongraffiti–‘graffitidoesnotaffectlitteringbehaviour’.(Researchindicatesthatgraffitiincreaseslitteringandotheranti-socialbehavioursuchasvandalism.)
What is litter?Students identify items of litter, impacts on the environment and penalties for littering
Curriculum LinksSocietyandEnvironment PlaceandSpace Peopleandplaces;Careofplaces
NaturalandSocialSystems PoliticalandlegalsystemsActiveCitizenship Ecologicalsustainability
HealthandPE KnowledgeandUnderstandings Promotingwell-being
OutcomesStudents will understand that• People’sactivitieshaveplannedandunplannedimpactsonthenaturalenvironment• Decisionsmadenowaboutcaringfortheenvironment(sustainability)willaffectpeople’swellbeinginthefuture
Background informationDefinitionAsearchwillprovideanynumberofdefinitionsoflitter.Manyofthemarecomplexandusetermssuchas‘unlawfullyscattered’,‘abandonedinapublicplace’butessentiallytheyallmean“litterisanythingthatisleftwhereit’snotmeanttobe”.
Thefirststepintheprocessofreducinglitterandlitteringisanawarenessofthescopeofitemsthatcanbeconsideredlitter.ThesinglemostcommonlitteriteminAustraliaisthecigarettebutt.Othersincludepaper,foodwrappers,fast-foodpackaging,bottlecaps,glasspieces,glassalcoholbottles,plasticstrawsandsoftdrinkbottles.
Effects of litter• Litter costs money.Morethan$16millionisspentinWAeachyeartocleanuplitter.• Litter is a threat to public health.Itattractsverminandisabreedinggroundforbacteria.Itemssuchasbroken
glass,needlesandsyringescanbeahealthhazardinpublicplaces.• Litter harms our waterways.Organicmatter,suchasdogpoo,leavesandgrassclippingspollutesourwaterways,
cancauseblockagesofthedrainagesystemandflooding.• Litter can be a fire hazard.Accumulatedlitterandcarelesslydiscardedcigarettebuttsarepotentialfirehazards.• Litter can harm or kill wildlife. Plasticlittercanchokeorsuffocateanimals.Carelesslydiscardedcontainers
cantrapsmallmammals.Litterinstreetsandparkscantravelthroughthestormwatersystemtoourbaysandoceans,whereitcancauseharmtowildlife.
• Litter looks bad.Litternegativelyaffectstheimageofplaces,especiallytouristlocations.• Litter attracts litter.Littersendsoutamessagethatpeopledonotcarefortheenvironmentandthatitis
acceptabletolitter.
Laws about litteringUnderWesternAustralia’sLitter Act 1979,litteringisillegal.TheActauthorisestheKeepAustraliaBeautifulCouncil(aspartoftheDepartmentofEnvironmentandConservation),localgovernment,policeandotherlitterenforcementagenciestotakeactionagainstthosewholitter.Thisactioncanbeintheformof‘on-the-spotfines’,orasreportstotheKeepAustraliaBeautifulCouncilthatarefollowedupbyfinesbeingsenttotheoffenders.
NotpayingyourfinecanleadtocourtactionorresultinyourfinebeingsenttotheFinesEnforcementRegistrywhichhasthepowertowithdrawlicencesuntilthefineispaid.
Littering offence On the spot fine In court(max)Carelessbuttdisposal $75 $1000Insecureanduncoveredloads $200 $400Placingdomesticorcommercialwasteinalitterbin $200 $400Settingfiretothecontentsofapubliclitterbin $400 $400Dumpinginreservesoronvacantland $200 $1000Abandoningshoppingtrolleys $200 $1000Placingunwantedadvertisingmaterialinletterboxes $200 $1000Billposting $200 $1000Breakingglassonanylandorwaters $200 $1000Discardinglitterinanywaterway $200 $1000Failingtodisposeoflittercorrectlyinanystreet,parkorland $200 $1000
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What is litter?
Answer the questions below in full sentence answers where appropriate.
1. Whatislitter?Definetheterminyourownwords.
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2. List4sourcesoflitteritems.
• ______________________________ • ________________________________
• ______________________________ • ________________________________
3. Whatare4wayslittercanbemovedabout?
• ______________________________ • ________________________________
• ______________________________ • ________________________________
4. Give2reasonswhylitteringisillegal.
• _________________________________________________________________
• _________________________________________________________________
5.Whatwouldthefinebeifyou
a) threwalollywrapperoutofthecarwindow?____________________________
b) disputedthefineincourt?___________________________________________
6. Doyouthinkitisfairtofinepeopleforlittering?Why?
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Litter costs money.Localcouncilsspendanaverageof$80,000tocleanuplittereveryyear.
Litter is a fire hazard.Accumulateddrylitterispotentialfuelforafire.
Litter can cause accidentsbyblowingontoroads.
Litter is bad for our health.
Litter harms wildlife.
Litter looks bad.Itreducespropertyvaluesandaffectstourism.
What is litter?
Litter is anything that is left where it is not meant to be, whether it’s put there by accident or deliberately. It is rubbish in the wrong place or...
’Waste out of place’
Where does it come from? Littercancomefrommanyplaces.Itcanbe:
• rubbishdroppedbysomeone• materialthrownfromacarwindow• rubbishfromoverflowingrecyclingcontainersandbins• rubbishleftafteranevent(e.g.PerthSkyshoworafootballgame)• gardenwastethatblowsoffapoorlysecuredtrailer• wasteblownoffindustrialsites• illegallydumpeditemsleftonvacantlandoratcharitybinsites
So what’s the problem?
Litter can be moved from place to place by
WIND WATER TRAFFIC ANIMALS
(Adapted from: Ribbons of Blue – In and Out of the Classroom)
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Preparation• Gloves,tongs,bucketsorrubbishbags• Large,sturdysheetofblackplastic• Onecopyofthe‘LitterMuster’worksheetforeachgroup,clipboardandpencil• Sortingboxeslabelled:paper;plastic;glass;metal;organic;other• PrepareanenlargedversionoftheWA Litter Stream 2007• Ensurethatasuitableareaisbooked,orrelevantpartiesnotified, forthelittersorting.
Thebestareaisonethatisundercover,wellventilatedandprotectedfromthewind.• Informparentsoftheplannedactivityandifnecessarygainpermissionforstudentstoparticipate.• Walkaroundtheschoolyourselfbeforehandnotingthenumberandpositionofbinsandnoteanysupervision
logistics-youmayneedanotherstaffmembertoassist.• Considertakingbeforeandafterphotographsoftheareasyoucleanup.
Activity1. Askthestudentsiftheyknowofanyareasintheschoolwherelittercanbefound.Drawamapofyourschool
playground/outdoorareaandmarkwherethebinsarelocated.
2. Dividetheclassintosmallgroups.Designateadifferentareaoftheschoolforeachgrouptocollectlitter.Identifythelocationonthemap.
3. Eachgroupchoosesonestudenttoactasarecorder.Thisstudent’sroleistorecordtheamountandtypeoflitterfoundateachlocationusingtheworksheet.
4. Givetheotherstudentsinthegroupgloves,tongsandbuckets(orrubbishbags)tocollectthelitterin.Tellthemtomakesureeachitemtheycollectisrecordedandnotethedistancefromthenearestbin.Discusssafetybeforebeginning–DONOTpickupanydangerousitems(brokenglass,etc)butDOtellyourteacher.To motivate the students you may wish to hide one piece of ‘golden litter’ (a litter item painted/coloured gold) and the group who finds it is rewarded.
5. Bringthecollectionbacktoacentrallocationandcreateapileoflitterontheplasticsheet.
6. Discussthetypesofmaterialsthathavebeencollectedaroundtheschoolandshowchildrenthesortingcontainers.Sortthepileoflitterintoeachcontainer.
A fun way to do this is to have a litter relay. In their groups students have a relay race where the front student from each group takes one piece of litter from the pile and places it into the appropriate container. They then run back to their group and swap the gloves and/or tongs with the second student who takes another item of litter and so on.
7. Returntoclasswiththecontainers-makesureyouleavetheareacleanandfreeoflitter.
8. Askeachgrouptoworkoutthetopfivelitteritemsintheirarea.Comparethesetotherestoftheclassandrecordthedataontheboard,overheadorcomputer.ShowthestudentsanenlargedversionoftheWA Litter Stream 2006andcomparetheschoolresultstothese.
9. Askeachgrouptopresentitsexperiencetotheclass,identifyingwhichareaonthemaptheywereresponsiblefor.
10. Afterthepresentationsdiscuss:- Whichlocationsyieldedthemostlitterandwhy?- Howfarawayfromthebinsweremostitemsoflitterfound?- Werethereenoughrubbishbinsandweretheyineasy-to-uselocations?- Wheredidmostofthelitteritemscomefrom–home,school,canteen?- Willmorelitterbinsandrecyclingbinshelptostoppeoplelittering?
Tip: Don’t make picking up
litter a punishment – otherwise
nobody will want to do it –
rather it should be encouraged
and even rewarded!
Litter musterStudents conduct a litter count and classify items of litter found
Curriculum LinksSocietyandEnvironment Investigation,Communication
andParticipationConducting;Processingandtranslating;Applyingandcommunicating
PlaceandSpace Featuresofplaces;Peopleandplaces;Careofplaces
Resources Useofresources;managementandenterprise
Science NaturalandProcessedMaterials Differentmaterialshavedifferentpropertiesandthesepropertiescanberelatedtotheiruses
HealthandPE InterpersonalSkills Workingwithothers
OutcomesStudents will understand that• Processesaffectthenaturalandbuiltfeaturesofplaces• Peopleuseresourcesinvariouswaystosatisfytheirneedsandwants• Differentobjectsandproductscanbemadefromthesamebasicmaterials
Background information
WA Litter Stream 2007
cigarette butts41%
metal9%
plastic21%
miscellaneous5%
illegal dumping0.1%
glass4%
paper/ paperboard
20%
cigarette butts
glass
illegal dumping
metal
miscellaneous
paper/paperboard
plastic
KAB – National Litter Index, May 2007
Theinformationinthisgraphisbasedonthenumberofitemscollectednotthevolume.Forup-to-dateinformationonWA’sresultsintheNationalLitterIndexgotowww.kabc.wa.gov.au
Did you know? • 51%oflitteringoccurswithineightmetresofabin!Testthisresultduringyourlittermuster.• 7billionofthe24billionfilteredcigarettessoldeachyearinAustraliaendupbeinglittered.
Ifplacedendtoendtheywouldextend144,000kilometresandcircletheplanet3.6times.
Focus questions• Aresomeitemsmorelikelytobecomelitterthanothers?• Isitimportantforourschooltobecleanandlitterfree?Why?
WA Litter Stream 2007
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Date:___
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Type
s of
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Mat
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l(ti
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Pape
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Glass
Metal
Organ
icOth
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Clingwrap
Aluminiumfo
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Chippac
kets
Lolly
wrapp
ers
Aluminiumcan
s
Glass
bot
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Milk
and
juiceca
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Drink
straw
s
Plas
ticco
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Plas
ticba
gs
Pape
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Card
board
Food
scrap
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Chew
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TOTA
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How
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5
–10m
10–15
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m
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Extension ideas
Some useful websiteswww.litterbug.org–anonlinegameforkidsto‘catch’litter
Society and Environment• Conductawholeschoolwasteaudit,see
www.wastewise.wa.gov.au/schools
Mathematics• Weighorcalculatethevolumeoflittercollected
andproducegraphsofthetypeofmaterialandpercentageofallschoollitteritmadeup.Thisdatacanbekeptandrecheckedregularlyasyouconductyourlitterprogram.
• Eitherbycountingorweighingthelitterworkout(byknowingthenumberofstudentsattheschool)howmuchlitterisgeneratedperperson.
Science• Choosealitteritemanddiscussthesuitabilityofthe
materialused.Forexample,analuminiumcan:whyisthismaterialchosenasadrinkcontainer;whatmightbethebenefits;whyaresomeotherdrinkcontainersmadefromdifferentmaterials?
English• Studentswriteletterstothelocalcouncilrequesting
informationonthetypesandpercentagesoflitterfoundinthecommunity.Howdoesthiscomparewithwhatwasdiscoveredattheschool?
• Takephotosduringyouractivity.Writecaptionsandlabelsforthephotosandplaceonthemapoftheschool.
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Preparation• Largeglassjars• Soilfromthegarden(notsterilisedpottingmix)• Water• Plasticwrap• Boxesoflittercollectedinthe‘Littermuster’
Activity1. Askstudentswhathappenstotherubbishwhentheythrowitinthebin.Doesanyoneknowwheretherubbish
goeswhenitiscollected?
2. Discusswhattheyknowaboutlandfillsites(or‘rubbishtips’)andexplainthatyouaregoingtocreateyourownminilandfilltoseewhathappenstotherubbishthatissentthere.Dependingonthelevelofthestudents,showanenlargedversionofthemodernlandfilldiagramanddiscussitscomponents.
3. Fillthejarabouthalffullofloosesoil.
4. Choosefourtosixpiecesoflitterfromthecollectionboxes–onefromeachwouldbegood–andplacetheseontopofthesoil.Keepalistoftheitemsyouputin.
5. Covertherubbishwithmoresoil.Sprinklewithwateruntilitismoist,butnot‘muddy’.
6. Coverthejarwithplasticwrapandplaceinawarm/sunnyplaceforabout10days.
7. Addalittlewatereveryfewdaystokeepthesoildamp.Ifthebottomofthejarbecomeswetrecordthepresenceof“leachate”.
8. Attheendofthe10daysemptythecontentsofthejarontoalargesheetofnewspaperandobservewhathasstartedtobreakdowninyourmini-landfill.Recordthechanges.
9. Discusstheresultswiththestudents:- Didanypiecesofrubbishstarttodecomposeorfallapart?Thismeanstheyaredegradableandwillbreak
downwhenmixedintotheearthundertherightconditions.- Didanyitemsremainthesame?Thismeanstheyarenon-degradable.Someitemswillneverbreakdownand
willremaininalandfillforever!
10. Askstudentswhattheycoulddotopreventrubbishgoingtolandfill.Introducetheterms‘reduce’,‘reuse’and‘recycle’.Thesewillbecoveredinmoredetailinthenextactivity.
Extension ideas
Some useful websiteswww.zerowastewa.com.au–WasteManagementBoard–listoflandfillsitesinPerthmetropolitanareawww.wastewise.wa.gov.au–WasteWiseSchoolsWA–goodinformationfactsheets
Society and Environment• Findoutwherethelandfillsiteisinyourlocalarea.
Arrangeavisitifpossible.ThereareeducationprogramsinplaceatsomefacilitiesandDVDsmayalsobeavailable.Contactyourlocalorregionalcouncilforfurtherinformation.
• InMay2006thelandfilllevywasdoubledinthehopeofreducingtheamountorwasteproduced.Studentswritetolocalgovernmenttofindoutwhetherthishasbeeneffective.Seehttp://www.walga.asn.au/news/media/May2006/MR20052006
• Makeatimelineshowingthevariousmethodsofrefusecollectionoverthepastcentury.
Science• Createothermini-landfillswithotheritems.Setit
upasanexperimentandpredictwhichitemsaredegradableornon-degradable.Recordallresults.
• Leachatecausesgroundwaterpollution.Studentsinvestigatehowleachateiscontainedandtreatedinmodernlandfills.
English• StudentsimaginewhatitwouldbelikeifAustralia
ranoutofspaceforlandfills.Writeanimaginarynewspaperarticlefrom2050.
Mini landfillStudents create their own mini landfill and observe decomposition of materials
Curriculum LinksSocietyandEnvironment PlaceandSpace Featuresofplaces;Peopleandplaces;
CareofplacesResources ManagementandenterpriseNaturalandSocialsystems Naturalsystems;Economicsystems
Science Investigating Conducting;ProcessingEarthandBeyond SustainabilityoflifeandwiseresourceuseNaturalandProcessedMaterials
Interactionsbetween,andchangesto,materials
OutcomesStudents will understand that• Materialwastecanbedegradableornon-degradable• People’sactivitieshaveplannedandunplannedimpactsonthenaturalenvironment• Decisionsmadenowaboutcaringfortheenvironment(sustainability)willaffectpeople’swellbeinginthefuture
Background informationLandfilliswhereallourrubbishgoes.Modernlandfillsareverydifferentfromtheopendumpsofthepast.Belowisadiagramshowingthedifferentcomponents.Atypicalmodernlandfillislinedwithalayerofclayandprotectiveplastictopreventtheliquidwaste(leachate)fromleakingintothegroundorgroundwater.Anetworkofdrains
collectstheleachateandpumpsittothesurfacewhereitcanbetreated.Groundwellsaroundthelandfillareusedtomonitorthegroundwaterqualityanddetectanycontamination.
Aswecontinuetofillupexistinglandfillsites,wecreatetheneedtoclearmorelandfornewsites.Thiscanfurtherthreatenremnantbushlandandthefloraandfaunalivingthere.Otherpotentialenvironmentalproblemsfromlandfillinclude:• Thepollutionofsurfaceorgroundwaterwithcontaminants
fromwaste.• Thecreationofnuisanceodoursanddust.• Theriskofpropertydamageduetosubsidenceortherelease
offlammableortoxicgases.• Thereleaseofpollutantsintotheatmosphere–organicwaste
senttolandfillisalargecontributortogreenhousegases.• Windcancarrylooseitemsofwastefromthelandfillwhich
becomelitter!
Australiansarethesecondhighestproducersofwaste,perperson,intheworldwitheachofussendingalmost800kgofwastetolandfilleachyear.AtthisrateAustraliawillreachitslandfillcapacityby2010.(Clean Up Australia)
Look how long litter takes to decompose!• Pieceofpaper 2–4weeks• Cottonrag 1–5months• Steelcan(e.g.bakedbeans) 150years• Aluminiumcan(e.g.coke) 500years• Glassbottle 1000years• Aplasticbottle Indefinitely
Focus questions• Whathappenstoyourrubbishwhenthebinsarecollected?• Whatdoes‘decompose’mean?
This information is based on aerobic conditions where oxygen is essential in decomposition. In landfill the conditions are anaerobic (lacking oxygen) and waste takes far longer to decompose. Paper can take more than 40 years!
This information is based on aerobic conditions where oxygen is essential in decomposition. In landfill the conditions are anaerobic (lacking oxygen) and waste takes far longer to decompose. Paper can take more than 40 years!
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Activity1. LookatthefiveboxesoflittercollectedinyourLittermuster(paper,plastic,glass,metal,organic,other).Ask
studentsiftheyknowofanythingelsethatcanbedonewiththeseitemsotherthanputtingthemintherubbishbin.
2. Introducetheterms‘reduce’,‘reuse’,‘recycle’and‘compost’.Askstudentswhattheyalreadyknowandwhetheranyonedoesanyofthesethingsathome.
3. Emptyeachcontainerontotheplasticsheetandtellstudentsthattheyaregoingtosorttheitemsanotherway.Changethelabelsontheboxestoreduce,reuse,recycle,compost,landfill.
4. Asaclassbegintosortthefirstfewitemstogetherintothecontainers.Usetherule:reducefirst,thenreuse,thenrecycleorcompost,thenlandfill.
5. Letthestudentsfinishsortingthelitter(usingglovesandtongs).
6. Whenallthelitterissorted,havealookattheproportionsoflitterthatcouldbedivertedfromlandfill.
7. Asaclassdiscuss: -Howmuchcouldhavebeenreducedandnotusedinthefirstplace? - Whichitemsareeasytoreuse?Glass jars, plastic bottles, cardboard boxes, bags -Aretheresomeitemsthatcouldhavebeenplacedinmorethanonecontainer? - Canallitemsberecycled?No, some are made from many different materials that are difficult to separate. - Howdowerecycleatschool?
8. Individuallyorinsmallgroupsaskthechildrentothinkofwaystoreduce,reuseandrecycletheitemsontheworksheet.
Extension ideas
Some useful websites:www.zerowastewa.com.au/communication/education/factsheets–factsandtipsonthe3Rs,recyclingdifferentmaterials(glass,paper,aluminium,etc.)andcompostingwww.wastewise.wa.gov.au/pages/hazardous.asp–theRecycleITDirectorycontainsinformationonhowandwheretorecycledifferentresourceswww.ollierecycles.com.au–interactivesiteforstudentsandteacherswww.naturegrid.org.uk/eco-exp–Eco-Explorersiteforkidswww.fillsworld.com–funfactsandactivitiesforstudentsandteachers
Society and Environment• Studentslookattheirhouseholdrubbishforone
daywiththeirfamily.Createalistofitemsthatcouldbereusedorrecycled(orboth).Activitysheetprovidedbutcouldberecordedinworkbookstosavephotocopying.Makesureparentsarehappyforitemstoberecorded!
• Surveylocalbusinessestofindoutwhorecycles.
Technology and Enterprise• Designabetterbinforusewithinyourschool
grounds.Thingstoconsidermightbewhetheritshouldhaverecyclingsectionsoraccessforstudentsofdifferentheights.
• Makerecycledpaper.Checkoutwww.ecokids.ca/pub/fun_n_games/printables/activities/
• Designa‘LitterCritter’(basedonreallifeanimalssuchasakangaroooremuoracreatureyettobediscovered)fromarangeofschoolandhouseholdrecyclablessuchasusedsoft-drinkbottles,milkcartons,cardboard,newspaper,aluminiumandsteelcans.
Science• Researchthestepsinrecyclinganddrawadiagram
toshowwhathappenstoanaluminiumcan,aglassbottleand/oraplasticcontainer.
• Setupaclasswormfarmfororganicwaste.Seewww.wastewise.wa.gov.auforinstructions.
• Researchdifferentwaysofcompostingandsetuponethatissuitableforyourschool.
English• Writetotherecyclingofficeratyourlocalcouncilto
ask:- Whatshouldandshouldnotbeputintocollection
banks?- Howmuchrecyclingiscollectedeachyear? (Informationcanalsobedownloadedfromyourlocal
councilwebsite)
Mathematics• EnergiseyourmathscurriculumwithaREmida
children’sworkshop.Topicsinclude‘patterningwithreusablematerials’,‘codebreaking’andmore.Theworkshopssupportthedevelopmentofchildren’sideas,stirimaginationandsparkcuriosity.Visitwww.remidawa.com
Music• Makeamusicalinstrumentusingemptycontainers
–riceinplasticbottlesformaracas,water-filledglassbottlesforaxylophone,elasticbandsonatissueboxforaguitar.
• LearntheJackJohnson3Rsong.
Art• Usethelittercollectedtocreatecollagesof‘UrbanArt’.
Don’t dump it…divide it!Students identify items of litter that can be deterred from landfill –
reduce, reuse, recycle, compost
Curriculum LinksSocietyandEnvironment Resources Useofresources;Managementandenterprise
Science ScienceinDailyLife Applyingandintegratingsciencewithinourlives
ActingResponsibly Impacts,ethicsanddecision-makingScienceinSociety ThenatureandpeopleofscienceNaturalandProcessedMaterials Differentmaterialshavedifferentproperties
andthesepropertiescanberelatedtotheiruses;Interactionsbetween,andchangestomaterials
OutcomesStudents will understand that• Resourcesneedtobeusedandmanagedefficiently• Conceptsofreducing,reusingandrecyclingsupporttheideaofthinkingglobally,actinglocally
Background informationThe‘3Rs’areimportantaswereducetheamountofwastegoingtolandfillandsavemoney,energyandresourcesthatwouldotherwisehavebeenusedtomakeanewproduct.Italsomeansthatifitbecomesahabittoreuseitemsstudentsmaybelesslikelytosimplythrowthingsaway.
Reducemeanstocreatelesswasteinthefirstplacesothatthereislessrubbishthatmightbecomelitterorgotolandfill,andpotentiallyreducewastedisposalcosts.
Reusemeanstousethesameitemrepeatedlyoreventofindanotherwaytousethem,suchasbuyingrefillsorusingoldjarstostoreotheritems.
Recyclemeanstoreturnawasteitemtoafactorywhereitcanbemadeintoanotherofthesameproductorsomethingdifferent.Forexample,recycledaluminiumcanscanbemadebackintocansorintoengineblocksfornewcars.
The3Rsshouldoccurinthisorderwithinitiallyreducingourwastebeingthemostimportantstepinwasteandlitterminimisation.Althoughrecyclingisafarbetteroptionthancreatingnewmaterials,itisevenbettertoreduceandreuseitemswherepossible.
Did you know?•20recycledaluminiumcanscanbemadewiththesameamountofenergyrequiredtomakeonenewcanfromrawmaterials.
Focus questions• Howmuchrubbishdoweproduceeachday?• Howcouldwereducetheamountthatendsupaslitterorissenttolandfill?
Preparation• Glovesandtongs• Large,sturdysheetofblackplastic• SortingboxesfromLitterSurveywithrubbishstillinthem(ifnottoosmelly!)• Labels:reduce,reuse,recycle,compost,landfill
Tip: Subscribe to the Zero Waste
newsletter and receive information
on latest research and initiatives
(www.zerowastewa.com.au/
communication/education)
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Household rubbish
Placeatickintheappropriatecolumnfortheitemsyoufind.
Item of rubbish Reusable RecyclableReusable AND recyclable
NOT reusable OR recyclable
Howoftenisyourrubbishcollected?______________________________________
Doyouhavearecyclingbin?_____________________________________________
Doyouthrowawaymorethanyourecycle? ________________________________
Doyoufinditdifficulttorecycle?_________________________________________
Isthereanythingthatwouldmakeiteasierathome?_________________________
_____________________________________________________________________
Don’t dump it…divide it!
Showhowthefollowingitemscouldbereduced,reusedorrecycled.Listordrawinthespaceprovided.BECREATIVE!!
Litter item Reduce Reuse Recycle
Aluminiumcan
Glassjar
Cardboardbox
Plasticbottle
Tyre
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Activity1. Eitherindividuallyorasaclass,readthe‘Schoollunchin1950s’extractanddiscussthequestions.
2. Havealookatthepackagingthestudentshavecollectedfromtheirlunchboxes.Whichonesattractattention?How?Why?
3. Asaclassdiscussthemainreasonsforpackaging:-topreservefood-tocontainandprotectobjectsforsafetransportation-todescribeandidentifycontentssothatconsumersknowthepurposeandproperties(e.g.weight)
4. Ingroupsoffive,studentsrecordeachformofpackagingcollectedfromtheirlunchboxandcompletetheworksheetstatingwhetheritwasnecessaryand/orapossiblealternative.
5. Askstudentswhethertheyhavenoticedanyoftheseitemsaslitterintheschoolgrounds?Discusswhereitcouldendupifnotdisposedofcorrectly,e.g.blownintonearbybush/parkland,blowndownstreetdrainsandcarriedtoourwaterways(this will be covered in the next lesson).
6. Conductlunchboxsurveysduringtheweekandgiveprizestothosestudentswhohavenotusedanythrowawaypackaging,thereforereducingtheamountthatcanbecomelitter.Theaimiszerowastelunches:packedinalunchboxorbagwithfoodinreusablecontainers,drinkinarefillablebottleandallcontainersresealablesothatleftoverfoodanddrinkcanbesavedforlater.
Extension ideas
Some useful websiteswww.zerowastewa.com.au/communication/education/shopsmart/–howtoshopsmartwww.packcoun.com.au–PackagingCouncilofAustralia,informationonpackagingnewsandissueswww.afgc.org.au–informationonthePackagingStewardshipForumandtheirlitterpreventionmessage,“DotheRightThing”
Society and Environment• Invitethewholeschooltoparticipateina‘package
freeday’.Yourclasscouldholdanassemblytoannounceit.Studentsproduceposterspromotingideasforreducinglunchboxpackagingtodisplayaroundtheschool.Makethisaweeklyeventifpossible.
• Collectwrappersandlabelsfromdifferenttypesofpackagingandproducefromaroundtheworld.Onamapoftheworldmarkwheretheitemsarenowandwheretheycamefrom.Drawtheroutethendiscusstheimplicationsofbuyingtheseproducts:increasedpackagingneededfortransportation;fuelconsumedandcarbonemittedfromtransportvehicle.Cantheproductsbeboughtlocallyand/ornotpackaged?
• Studentsinterviewtheirparentsandgrandparentstofindouthowpackaginghaschangedsincetheywereatschool.Whatdidtheyusebeforetheplasticbag?
• Doasurveyofthetypesofpackagingusedbytheschoolcanteen.Couldanyofthisbeavoided?Putaproposaltogetherforadishwasherforyourcanteen.
English• Writeuptipsforlesslunchpackagingtoincludein
theschoolnewsletteroraflyertoparents.• Eachgrouppresentashorttalktoanotherclassin
preparationforthe‘packagefreeday’.• Researchandlistasmanyproductsasyoucanthat
displayananti-littermessage.Whymightitbeinthemanufacturer’sinteresttoprintsuchamessageontheproducts?
Technology and Enterprise• Design,makeandappraiseanenvironmentally
friendlypackagingforafoodorbeverageproduct,e.g.juiceboxorchippacket.Isthematerialrecycled,reusableorrecyclable?
The Arts• Studentsbrainstormwaystheycanshopmore
effectivelytoreducepackagingand,individuallyoringroups,designaposterencouragingpeopleto‘shopsmart’.
• Learnthe‘LollyWrapper(EnvironmentalRap)’onthePaulJamiesonCD,Around the World.Thisisagreatrapaddressingdifferentlitteritems.
Mathematics• Usethesortingboxes,labelledwithmaterialtypes,
tosortstudents’lunchboxpackaging.Weigheachcategoryandseewhichmaterialproducesthemostpackaging.
• Researchthecostbenefitsofbuyinglargeversussmallcontainersofproducts.Studentschoosetheirfavouriteflavoureddrink.Visitalocalshoporsupermarketandwritedownallthedifferentwaysthattheycanbuytheirdrink,thesizeandthecost.Useacalculatoranddividethecostincentsintothenumberofmillilitrestofindouthowmuchdrinkyougetfor10c.
All wrapped up!Students identify problems with packaging materials and discuss alternatives
Curriculum LinksSocietyandEnvironment Resources Useofresources;Managementandenterprise
NaturalandSocialSystems Naturalsystems;EconomicsystemsActiveCitizenship Ecologicalsustainability
Science ScienceinDailyLife ApplyingandintegratingsciencewithinourlivesActingResponsibly Impacts,ethicsanddecision-makingScienceinSociety ThenatureandpeopleofscienceNaturalandProcessedMaterials
Differentmaterialshavedifferentpropertiesandthesepropertiescanberelatedtotheiruses
OutcomesStudents will understand that• Resourcesneedtobeusedandmanagedefficiently• Conceptsofreducing,reusingandrecyclingsupporttheideaofthinkingglobally,actinglocally• Decisionsmadenowaboutcaringfortheenvironment(sustainability)willaffectpeople’swellbeinginthefuture
Background informationResearchsuggeststhat22percentofthetotallitterstreamispackagingmaterials.Whenyougoshopping,mostitems(food,drink,clothes,toys,etc)arepackagedinonewayoranother.
Wecaneasilyreducetheamountofpackagingthatispotentiallyavailabletobecomelitterbyshoppingselectivelyaswellasreusingandrecycling.Wecandothisby:• Refusingproductsthathaveexcessivepackaging.Someproductsdonotneedextrapackaging,forexample
bananaswhichhavetheirownskinsdonotneedtobeputinaplasticbag.Doallyourfruitandvegneedtobeplacedinseparateplasticbags?
• Buyingitemsinbulkreducestheamountoftimesanitemneedsreplacing,andthereforereducestheamountofpackagingthatbecomeswaste.
• Lookingforpackagingthatismadefromrecycledmaterials.• Lookingforpackagingthatcanbereusedandthereforeextendingthelifeofthematerial.• Lookingforpackagingthatcanberecycledtocontinuetherecyclingloop.• Takingyourreusableshoppingbagwithyouandnotusingplasticbagsforpacking.
WesternAustraliafacessomeuniquechallengeswithhouseholdpackaginginthatourremotelocationmeansmanyofourproductsarepurchasedfrominterstateandoverseas.Thishasatwofoldeffect–oneisthatextrapackagingcanberequiredfortransportbutthereisoftennotake-backservicethatmaybeavailableinotherStates.
Focus questions• Whatisthepurposeofpackaging?• Isthepackagingreallynecessary?
Preparation• Askstudentstokeeponeformoffoodor
drinkpackagingfromtheirlunch.Makesureitisclean.
Tip: Get parents on board
with the zero waste lunches
so they don’t feel as though
they are being criticised.
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School lunch in the 1950s
Imagineyouareobservingastudentinasmallschoolabout50yearsago.
Thetimeisalmost12o’clockandherecomesGeorgefromYear6…rushingoutcarryinghislunchinabrownpaperbag.InthepaperbagGeorgehasasandwichwrappedingreaseproofpaperandanelasticband,twohome-madebiscuitsandabanana.Hegetshisfreemilkfromhisteacherinaone-thirdpintbottle...
Afterlunchitisclean-uptime.Georgewasheshisbottleandgivesitbacktohisteacher.Hefoldshisgreaseproofpapercarefullyandputsitbackintothepaperbagwiththeelasticband.Georgetakesextracarewithhispaperasheknowshismumwillaskforitwhenhegetshome,towraphissandwichesandbringbacktoschooltomorrow.
Discussion questions
1. HowisGeorge’slunchdifferentfromyourlunchtoday?
2. WhatdoyounoticeaboutthepackagingusedinGeorge’slunchcomparedtothepackagingyoucollectedfromyourlunchboxes?
3. WhatwouldGeorgemostlikelydowithhisleftovers?
4. WhatlikelylitteritemsareinGeorge’slunch?
Onyourreturntothe1950syoumayalsonoticetheabsenceoflitterintheschoolground.Therearenorubbishbinsbecausetheyareunnecessary.Thewholeschoolisneatandtidy.
Nowlookatthepackagingfromyourlunch…
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Activity1. Askthestudentsiftheyhaveeverseenlitteratthebeachorinalocalwaterway/river.Brainstormhowthe
followingitemsmayhaveendedupatthebeach: softdrinkcan Possibilities include: careless disposal at the oilyrag beach itself, careless disposal by people on cigarettebutt boats/fishing vessels, blown from nearby roads. pieceofrope
2. Explainthatthereisalsoanotherwaylitterendsupinouroceansandwaterways.
3. Displaytheenlargedversionofthedrainagesystempicture.Askstudentstoidentifywhatgoesintotheseweragesystemandwhatgoesintothestormwatersystem.
4. Askwhethertheyknowwherethesetwodifferentsystemsendupthenexplainusingthebackgroundinformationabove.
5. Discusstheterm“pollution”andtheideathatdirtiedwaterispolluted.Sometimeswecannotseethepollutionthatgoesintowaterbutthiscausesthemostseriouskindofstormwaterpollution,usuallyinvolvinglongterm,heavy-dutytoxins.Writeaclasslistofvisiblestormwaterpollutants(piecesofpaper,bottles,leaves,dogpoo,etc)andinvisiblestormwaterpollutants(gardenfertilisers,detergent,chemicals,oil,etc).
6. Studentsindependentlycompletetheworksheet.Younger students could colour the two different systems on the illustration and sequence the picture cards.
7. Inpairs,studentsdiscussactionstoavoidathomeandschooltopreventlitterandwasteendingupinouroceans.Makeaclasslistof10waysto‘Keepourseaslitterfree’.
Extension ideas
Some useful websiteswww.marine-litter.gpa.unep.org–TheGlobalMarineLitterInformationGatewayhasagreatkid’spagewithusefulinformationonmarinedebrisandactionkidsareundertakingaroundtheworldwww.projectaware.org/kids–ProjectAWAREFoundationhasanAWAREKidsProgrammeaimedatinspiringkidstotakeactiontoprotecttheirmarineenvironmentwww.oceansidecleanwaterprogram.org/kids.asp–akids’siteonstormwaterpollutionwww.wwf.org.au–WWFprovidesinformationontheeffectsofplasticbagsonbirdsandmarineanimalswww.amcs.org.au–theAustralianMarineConservationSocietyprovidesinformationonawiderangeofmarineissuesthroughoutAustraliaincludingthreatenedspeciesandland-basedpollutionwww.enviroperformances.com.au–CaptainCleanUphasagoodsongonmarinelittercalled,‘Forthedolphinsandtheseals’
Society and Environment• Sideentrypitsareopeningsinthestreetgutterthat
leadtoadrain.Inlargesuburbsthereisusuallyonesideentrypitper10housesonthestreet.Studentscontactyourlocalcounciltofindout:thetotalnumberofsideentrypitsand/orthenumberofhousesperdrainentryinyourarea;howmanypotentialentrypointsthereareforlitterbasedonthisinformation.
• Investigatethelocalstormwatersystemtodeterminewherelitterdroppedwithintheschoolgroundsmightendup.Drawaplantoshowwhatyoufoundout.
Science• ResearchthestatisticsinWAformarineanimalskilled
bylitter,includingplasticbags.• Goonanexcursiontothebeachandcollectandrecord
theitemsoflitteryoufind.Makeapiegraphtoshowthepercentageoflitterfoundandcomparetothecoastalrubbishreportonwww.cleanup.org.au/coastal/
• FindoutmoreaboutwaterpollutionandcatchmentareasbyvisitingPointFraserDemonstrationWetlandsorinvitingaspeakerfromRibbonsofBlue–seewww.ribbonsofblue.wa.gov.au
English• Studentswriteastoryaboutamarineanimalwhose
habitatisbeingpolluted.
The Arts• Makeaclassmarinemuralstickingonitemsofplastic
rubbishtoshowtheeffectonmarineanimals.Displayinacentrallocationinyourschool,forexamplethelibrary.
Down the drainStudents learn about the relationship between stormwater, litter and the beach
Curriculum LinksSocietyandEnvironment PlaceandSpace Featuresofplaces;Peopleandplaces;
CareofplacesNaturalandSocialSystems NaturalsystemsActiveCitizenship Ecologicalsustainability
Science ScienceinDailyLife ApplyingandintegratingsciencewithinourlivesActingResponsibly Impacts,ethicsanddecision-makingEarthandBeyond Sustainabilityoflifeandwiseresourceuse
OutcomesStudents will understand that• Littercanbecarriedtoourwaterwaysthroughthestormwatersystem• Humanactivitiesinfluencethehealthandsafetyofwildlifeandournaturalenvironment• Decisionsmadenowaboutcaringfortheenvironment(sustainability)willaffectpeople’swellbeinginthefuture
Background informationMarinedebrisisthenamegiventolitterthatendsupinourseasandoceans.Itcanhavearangeofimpactsonourmarineanimalsandtheirenvironment,suchascausingthemtochokefrommistakingthelitterforfoodandcreatinganuncleanhabitat.
Therearetwodrainagesystemsthatflowintoouroceans:stormwaterandsewerage.
Thestormwatersystemisanetworkofopenchannelsorgutters,sideentrypitsanddrainswhichcarryrainwaterfromourstreetsandoutdoordrains.Itiscarrieddirectlytostreams,rivers,lakesandeventuallytheoceanwhereswimming,fishing,andprovisionofdrinkingwateroccur.Onlycleanrainwatershouldenterthissystemasitisnottreatedbeforebeingreleasedintothewaterways.However,thefollowingitemsareoftenfound:litter,oilandgreasefromtheroad,paint,rubbish,animalpoo,leaves,fertilisersfromthegardenanddetergentsfromwashingthecar.Asaresult,thesepollutantscanhaveanadverseeffectonplants,fish,animals,andevenpeople.
Theseweragesystemofpipescarriesallwaterfrominsideyourhouse(thelaundry,kitchensink,toiletandbathroom)toasewagetreatmentplant.Sewageisthetermusedforthemixtureofwaterandhumanwastewhichmayinclude:urine,faeces,toiletpaper,soaps,detergents,leftoverfoodandoil.Ifitcomesfromfactoriesitmaycontainchemicals,heavymetals,micro-organisms,fatsandoils.Thisisalltreatedandmadeenvironmentallyfriendlybeforeitisreleasedunderlicenceintotheocean.However,notallchemicals,oilsandfatscanbecompletelyeliminated.
Did you know? • 95percentofthelitteronourbeachescomesfromsuburbanstreetsthroughthestormwater
system.• Ineverysquarekilometreofoceanitisestimatedthattherearemorethan18,000piecesofplastic.• Plastichasbeenresponsibleforkillinguptoonemillionseabirdsandonehundredthousandsea
mammalseachyear.Seaturtlesmistakeplasticbagsfortheirfavouritefood,jellyfish.Evenwhaleshavebeenfounddeadwithplasticbagsandsheetinginsidetheirstomachs.
Focus questions• Wheredoesmarinedebriscomefrom?• Howharmfulisittothemarineenvironment?• Howcanwepreventourlitterfromendinguponthebeachesandintheocean?
Preparation• Createanenlargedcopyofthedrainagesystempicture(overhead,photocopyorcomputer)• Copytheworksheetforeachstudent
Tip: If you
photocopy please
double-side it if
you can!
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Down the drain
1.Fillintheblanksusing:stormwaterorsewerageThe_________________systemcarrieswaterandwastefrominsideour
homestoatreatmentplant.The________________systemisanetwork
ofpipeswhichcarriesrainwaterfromourstreetsandoutdoordrains.
2. Putatickinthecorrectcolumntoshowwherethewaterfromeachoftheseactivitiesgoes.
Activity Stormwater system
Sewerage system
a)Washingthedishesinthekitchensinkb)Flushingthetoilet
c)Washingthecaronthedriveway
d)Emptyingthewashingmachine
e)Wateringthegarden
f )Havingabubblebath
3.AnswerTRUEorFALSEtothefollowingstatements.
Sewageistreatedbeforebeingreleasedintotheocean.
Waterfromthestormwatersystemistreatedbeforebeingdischarged.
Rubbishfromroadsidebinscanendupasmarinelitter.
Plasticbagscankillseals,turtlesandothermarineanimals.
4. Howcouldtheselitteritemsatthebeachaffectmarineanimals?
Plasticbag_______________________________________________________
Elasticband______________________________________________________
Chewinggum_____________________________________________________
Chippacket ______________________________________________________
Piping systems in residential areas
(From Ribbons of Blue – In and Out of the Classroom)
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Litter hazardsStudents identify litter hazards and their impact on our health and safety
Curriculum Links
SocietyandEnvironment PlaceandSpace Peopleandplaces;CareofplacesNaturalandSocialSystems Naturalsystems;PoliticalandlegalsystemsActiveCitizenship Socialjustice;Ecologicalsustainability
Health&PE KnowledgeandUnderstandings
Promotingwell-being
Interpersonalskills Workingwithothers
OutcomesStudents will understand that• People’sactivitieshaveanimpactonourpersonalhealthandsafety• Humanactivitiesinfluencethehealthandsafetyofwildlifeandournaturalenvironment• Decisionsmadenowaboutcaringfortheenvironment(sustainability)willaffectpeople’swellbeinginthefuture
Background informationSeealsoeffects of litterin‘Whatislitter?’backgroundinformation.
Sometypesoflitterareparticularlyharmfultopeopleandtheenvironment.Examplesinclude:
• Plasticshoppingbags–bloworwashintowaterwayseasilyandlooklikejellyfish,whichturtlesandothermarinelifetryandeat.
• Glass–threateningtohumansandanimalsthroughinjury.• Paper–blownbythewindeasily,canclogdrainsandwaterways,becomesafirehazard.• Cigarettebutts–firehazard,canchokesmallanimals.• Foodscraps–abreedinggroundforbacteria,attractpestssuchasratsandmice.
Focus questions• Howcanlitterimpactpersonalsafety?• Inwhatwayscanalitteredareabeahealthhazard?• Whatcouldbedonetopreventpeoplelitteringandcausingthesepotentialhazards?
Preparation• Readandmakecopiesofthelitterscenarios• Decidehowyouaregoingtogroupyourstudents
Tip: Recycle paper
that is blank on one
side – just make sure it
isn’t your pay slip!
5. Numbertheseboxes1to5toshowwhathappenedtotheemptydrinkbottle.
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Litter hazardsScenario 1Youareridingyourbikehomefromschool.Youdon’tseeabrokenbottlethatsomeonehasthrownonthesideoftheroadandyoucycleoverit.Yourbikewobblesandyoucan’tcontrolit.Youskidandfallbadlyonyourleftside.Yourshoulderandarmreallyhurtandyourkneeisbleeding.
Scenario 2Youareplayingfootyafterschoolandtheballiskickedintoaditchbehindtheoval.Whenyougotocollectityouseethatpeoplehavebeenthrowingtheirleft-overfoodandpacketsintotheditch.Itsmellsterribleandyounoticeahugeratcomeoutfromunderanemptyjuicebottle.
Scenario 3Whilewalkingbackfromtheshopsoneweekendyoupassanemptyblockwherepeoplehavedumpedcardboardboxes,tyres,anoldsofaandbundlesofnewspaper.Agroupofteenagerscomespastandoneofthemflicksalitcigarettebuttintothepile.
Scenario 4Yourfamilygoesonholidaytothebeach.Youandyoursistergoforawalktolookforshells.Younoticesomethingflappingaboutinthedistanceandasyougetcloseryouseeitisapelicanwithaplasticbagtangledrounditsbeak.
Scenario 5Yourmumisdrivingyouandyourfriendstothecinema.Thecarinfrontistowingatrailerwithtools,bucketsandbitsandpieces.Alooseragblowsoffandlandsonthewindscreenofyourcarblockingyourmum’sviewcompletely.
Scenario 6Thenext-doorneighbourshavehadabigcleanupovertheweekendandrakedalltheleavesfromtheirgarden.They’vemadeapileonthesideoftheroadwiththegrassclippingsfrommowingthelawn.Itisrightnexttothedrain.Thenextdayitpourswithrainandwhenyoucomehomefromschoolyourroadisfullofwater.
Activity1. Asaclass,revisesomeoftheeffectsoflitterasdiscussedintheactivity‘Whatislitter?’
2. Addtoyourlitterlistanyotheritemsthestudentscanthinkofthatcanbedangeroustopeopleoranimals.
3. Dividetheclassintosmallgroups.
4. Giveeachgrouponescenariotodiscuss.Theymusteachaddressthefollowing:
- Whatistheitemoflitter?
- Whatisthemethodoflittering?
- Howisitapotentialhazard?
- Whatconsequencesmightstoppeoplefromthiskindoflittering?
Allowplentyoftimeforthemtobrainstorm,discussandformulateconsequencesforfuturepreventionoftheproblem.
5. Onememberofthegroupshouldbeappointedasarecorderandoneaspresenter.Encouragealltocontributetheirideas.
6. Eachgrouppresentstheirscenariosandfindingstotheclass.Reflectontheeffectthatlitteringhasonthempersonallyandonthecommunity.Discusstheeffectivenessoftheconsequences.
Extension ideas
Some useful websiteswww.kabc.wa.gov.au–KeepAustraliaBeautifulWAhasinformationonlitterandlittering
Society and Environment• Findoutwhatyourlocalcouncilisdoingtoaddress
theseproblems.• Cleananaturetrailatyourschool–takeacloselook
andseeifanyanimalsaretrappedinlitteryoucollectordisturbedbythelitter.
The Arts• Studentscreateaplayonbeingalitterbugandthe
environmentalproblemsitcauses.Performtheplayataschoolassembly.
• Studentsproduceashortplayontheproblemsoflitterfromananimal’sperspective.
Science• Researchthetypeofbacteriathatlitteredfoodcan
breed.Doesthetypeoffoodchangethetypeofbacteria?Whatarethemainhealthissueswithfoodscrapsattractingratsandmice?
Health and PE• Designandproduceaposterhighlightinghowsome
ofthemaintypesoflittermightbeadangertoyourhealth.
English• Studentswritetheirownscenariostoswapwitha
partnerandidentifypointsabove.• Studentswritea‘bigbook’onlitteranditsimpacts.
Olderstudentscanthenpeer-tutoryoungerstudentsbysharingtheirstories.
• Takephotographsofdangerouslitteraroundtheschoolandhome.Writecaptionsandlabelsforeachphotoanddisplayinyourclassoraroundtheschool.
• Usingyourlistoflitteritemsthatcanbedangeroustopeopleoranimals,cutpicturesofthesefromamagazineornewspaperanddesignaposterwarningpeopleofthedangers.
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Focus questions• Whydopeoplelitter?• Dopeopleconsiderlittertobeaproblem?
Preparation• Writethetermsforlittering(foulshooting,etc)ontheboardoronindividualslipsofpaper• Photocopythelittersurveyforeachstudent• Seekthesupportofotherclasses,teachers,staffforconductingawholeschoolsurvey
Activity1. Havesomefunwiththedefinitionsofdifferenttypesoflittering.Insmallgroups,askthestudentstocomeup
withtheirowndefinitionsbeforegivingthemtheactualanswers.
2. Conductthelittersurveywithinyourclassfirst,eachchildaskingoneother,thenthewiderschoolcommunity.Trytotargetthreeotherpeopleforeachchildtosurveyinthewholeschool,includingstudents,teachersandotherstaff.
3. Compiletheresultsasaclassandworkoutthereasonswhypeoplelitter.Dotheycomparewiththereasonsabove?
4. Discusstheresults:
- Whatwasthemainreasonpeoplegaveforlittering?
- Whatwasthemostcommonitemlittered?
- Didmostpeopleadmittolitteringatsomepoint?
- Didpeoplerealiseitwasabadthingtolitter?Couldanyonetellyouwhy?
Extension ideas
Some useful websiteswww.walga.asn.au–WALocalGovernment–linkstocouncilwebsiteswww.zerowastewa.com.au–WasteManagementBoardwww.biec.com.au–BeverageIndustryEnvironmentCouncilhassomeinterestinginformationonwhypeoplelitter
Tip: If students can
read it, photocopy two
surveys per page and
double-side it!
Society and Environment• Studentsconductthelittersurveyathomewiththeir
familyandsharetheirresultswiththeclass.• Findouthowmuchyourlocalcouncilspendson
cleaninguplittereachyear,includinghowmanypeopletheyemploy.
English• WriteanacrosticpoemusingthewordLITTERto
encouragepeopletokeeptheschoolclean.• Holdadebateonthesubjectoflitter.Atopiccould
be‘Litteringisagoodthingbecausecouncilsandgovernmentsemploypeopletocleanitup’.
• Actasreportersandwriteanewspaperarticlebasedonyourfindingsoftheattitudetowardslitterwithintheschool.
Science• Researchthetypesofbacteriathatlitteredfood
canbreed.Doesthetypeoffoodchangethetypeofbacteria?Whatarethemainhealthissueswithfoodscrapsattractingratsandmice?
Litter surveyStudents conduct a litter survey to find out the reasons why people litter
Curriculum LinksSocietyandEnvironment Investigation,Communication
andParticipationConducting;Processingandtranslating;Applyingandcommunicating
PlaceandSpace Peopleandplaces;CareofplacesActiveCitizenship Socialjustice;Ecologicalsustainability
HealthandPE Interpersonalskills Workingwithothers
OutcomesStudents will understand that• Processesaffectthenaturalandbuiltfeaturesofplaces• People’sactivitieshaveplannedandunplannedimpactsonthenaturalenvironment• People’sopinionsdifferandconsiderationforprivacymustbeshowninaninvestigation
Background informationWho litters?Whileitisacommonlyheldbeliefthatcertaingroupsinthecommunity,particularlyyoungerpeople,areresponsibleforthemajorityoflittering,researchactuallyindicatesthatwomenandmenofallagesandsocialbackgroundslitter.
Why do people litter?Thereareanumberofreasonswhypeoplelitter.Ifwecanunderstandthesewecanhelpstopthelitterproblem.Commonexplanationsgivenbylitterersinclude:• Laziness. Morethanhalfofalllitteringoccurswithineightmetresofabin.• Lack of easy access to disposal facilities.Oftenthereisnobinnearbyanditisinconvenienttoholdontothe
rubbishortheavailablebinisoverflowing.• Apathy.Manypeoplesharethemindsetthat‘someoneelsewillcleanitup’or‘I’mgivingsomeoneajob’.• Deliberate action. Oftenlitterisnotcarelesslyleftbehindbutdeliberatelyhiddeninchosenlocations,e.g.by
‘wedgers’or‘undertakers’(seebelow)• Misunderstanding of litter type. Organicwasteanddogpooislesslikelytobeconsideredlitter.• Habit, forgetfulness or peer pressure.
How do people litter?CommunityChange,specialistsinlitteringbehaviourresearch,haveidentifiedandcharacterisedanumberofwaysthatpeopletendtodisposeoflitter.Theseinclude:• foul shooting–throwinglitterintoabinbutmissing• flagrant flinging–litterisflungordroppedwithoutconcern• clean sweeping–litterissweptfromtablesorchairs• wedging –litterisstuffedintocrevicesandcracks• grinding–grindingcigarettebuttsintotheground• undertaking–buryinglitter• inching–litterisleftandthepersonslowlyinchesawayfromit• dual depositing–mostrubbishisdisposedofappropriatelybutsomeisleftbehind
Inadditiontothesedetailedtechniquesoflittering,othertechniquesinclude:casualmethods,suchasthrowinglitterfromavehicleorfailingtopickupdogexcrement;inadvertentlittering,forexamplefly-offfromthetransportationofuncoveredloads,flyingplasticbagsandtheplacementofhouseholdwasteonthecouncilvergeinnon-collectionperiods;ordeliberatelittering,suchasbillposting,illegaldumpingandthevandalismofbinsandotherproperty.
(KABC Litter Prevention Strategy for WA 2006-9. For full details see www.kabc.wa.gov.au)
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Litterbugs beware!Students run an anti-litter campaign within the whole school
Curriculum LinksSocietyandEnvironment PlaceandSpace Peopleandplaces;Careofplaces
NaturalandSocialSystems Naturalsystems;PoliticalandlegalsystemsActiveCitizenship Democraticprocess;Socialjustice;
Ecologicalsustainability
Science ScienceinDailyLife ApplyingandintegratingsciencewithinourlivesActingResponsibly Impacts,ethics&decision-makingScienceinSociety Thenatureandpeopleofscience
Health&PE KnowledgeandUnderstandings Promotingwell-beingInterpersonalSkills Relationshipskills;Workingwithothers
OutcomesStudents will understand that• People’sactivitieshaveplannedandunplannedimpactsonthenaturalenvironment• Humanactivitiesinfluencethehealthandsafetyofwildlifeandournaturalenvironment• Decisionsmadenowaboutcaringfortheenvironment(sustainability)willaffectpeople’swellbeinginthefuture
Background informationThisactivityconsolidatesalltheinformationofthepreviousactivitiescompletedbythestudents.Itwillneedtobecompletedoverseverallessonsandaperiodoftimewithinthewholeschool.
Focus questions• Howcanwepreventpeoplefromlittering?
Preparation• Makesureyouseekpermissiontoconductyourcampaignthroughoutthe
schoolandinformallthenecessaryparties.• Havematerialsavailabletostudentsforartwork,suchaslargesheetsof
paper,paints,colouringimplements,glueetc.
Activity1. Revisewhatthestudentshavelearntaboutlitterduringthecourseoftheseactivities:
- Whatislitter?(reviewyourlistoflitteritemsandseeifyoucanaddanymore)- Whataretheeffectsoflitter?- Whatarethelawsaboutlittering?- Howandwhydopeoplelitter?- Whatcanbedonetopreventpeoplefromlittering?
2. Askthestudentstodevelopananti-littercampaignforyourschool.Chooseakeymessage,phraseorslogantouseforyourcampaign.
3. Dependingonthelevelofthestudents,workoutactivitiesandstrategieswhichcouldincludeanyofthefollowing:- drawings- postersorpowerpointpresentationswhichhighlighttheeffectsoflitter- artwork,suchaspaintingschoolwheeliebinswithcorrectlitterdisposalmessages- muralorvisualdisplayonanti-litteringplacedinaprominentpositionintheschool,e.g.library- advertising- letters- logoorslogan- radiojingleor“rap”songwhichcouldbeperformedatanassembly- dramaskitsdemonstratinglitteringbehaviourorlitterhazards- schoollittercharacterormascotwhocouldpromoteanti-littermessagesatlunchtimes,giveoutawardsat
assembliesorappearonpostersaroundtheschoolencouraginggoodpractice
Tip: Encourage staff to
enrol as Litter Reporters
on the Keep Australia
Beautiful website
www.kabc.wa.gov.au
Litter survey
1. Areyou: Male Female
2. Whatisyourage? 4–7 8–10 11–13 14–17 18–25 26–35 36–45 46–55 56–65 66–75
3. Whichofthesethingswouldyoucalllitter?(tick one or more boxes)
lunchwrappers foodscraps
cigarettebutts fallenleavesortwigs
drinkbottlesandcans dogpoo
anoldcarinapaddock noneofthese
4. Doyoudroplitter?
often sometimes never
5. Ifyouansweredsometimesoroften,whatarethereasonswhyyoulitter?(tick one or more boxes)
couldn’tfindabin couldn’tbebotheredtofindabin
itwasanaccident otherpeoplewillthinkI’mcool
didn’tthinkitwaslitter(e.g.food) someoneelsewillpickitup
6. Ifyouanswerednever,whatareyourreasonsfornotlittering?(tick one or more boxes)
afraidofgettingcaught youknowitiswrong
itmakesamessandlooksbad animalscanbehurtorkilledbylitter
Itcouldbewashedintooceans itharmstheenvironment
7. Doyouthinkyourschoolgroundsare:
heavilylittered slightlylittered notlittered
8. Whoisresponsiblefortheamountoflitterinyourschool?
studentsonyardduty cleanerswhoarepaid
allstudents teachers
principal other ______________________________
9. Doyouthinkitisbadtolitter?
Yes No
Why? _______________________________________________________________________
_____________________________________________________________________________
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The Litterbug SongTune: “Mademoiselle from Armentieres”
Litterbugscomeinev’rysize,ev’rysize.They’rereallymonstersindisguise, Indisguise!Sometimestallandsometimesteeny, Fatorthinorinbetweeny.Itcouldbemeanditcouldbeyou.
Litterbugsleaveamessy track,Whenevertheyhaveapicnic snack,Bananaskinsandsandwichscraps,Orangepeel,papersandbottlecaps.Itcouldbemeanditcouldbeyou.
Litterbugswhohavecolds and wheezes,Useatissuefor their sneezes,Rollitintoagermyball,Anddropitanywhereatall.Itcouldbemeanditcouldbeyou.
ToLitterbugsourlakes and streams,Areonlygarbagedumps it seems,Forcartons,lunchwrapsandalas!RustycansandbrokenglassItcouldbemeanditcouldbeyou.
InvitetheLitterbugsto call,Andthenpolitelyask them all,Ifthey’rereadytorepent,Andcleanuptheenvironment.Itcouldbemeanditcouldbeyou.
AndiftheLitterbugssay no,(Itisn’tverylikely though)JustonethingremainstodoThrowtheminthedustbintoo.Itcouldbemeanditcouldbeyou.
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4. Insocietytherearefinesforpeoplewholitter,whatkindofsanctionsandrewardscouldyoudevelopintheschoolforlittering?Herearesomeexamples:- Litter‘fines’–studentscaughtlitteringcanbereportedandasuitable‘fine’/sanctionissued.Tip: do not
make picking up litter a sanction, rather encourage and reward it.- GreenCards–dutyteachersissuetostudentsseentobedoingtherightthingwithlitterandplaceintoabox
foraweeklyprizedraw.- WasteFreeWednesdays–competitionsfortheclassproducingtheleastrubbish;thecanteencanbeinvolved
byusingplasticcontainersinsteadofstyrofoamboxesandadishwasherforreusingcontainersandcupsfordrinks.
- AdoptaSpot–eachclassadoptsadifferentareaoftheschoolandcommitstokeepingitcleanandlitter-free.Thisencouragesstudentstotakeprideandownership.A“CleanClass”awardcouldbegivenoutatassembliesfortheclasswhokeepstheirarealitter-freeforthewholeweek.
Extension ideas
Some useful websiteswww.preschooleducation.com/searth.shtml–greatlittersongsbasedontunesweallwww.enviroperformances.com.au–CaptainCleanUphassomegoodlittersongsonhisCDwww.litter.vic.gov.au–VictorianLitterActionAlliancehasgoodcampaigninformationwww.environment.nsw.gov.au–EPANSWhasslogans,stickers,posters,etcfromtheircampaignwww.encams.org–KeepBritainTidycampaignwithslogansandposters
Society and Environment• Researchexistingschoolpoliciesonlitterandwaste.• Conductwholeschoollitterauditsonaregularbasis
tomeasureanychangesinlittering.• Researchslogansusedaroundtheworldtopromote
theanti-litteringmessage.• Holdalitter-freesportsday,orotherschoolevent,
andpromotethisinitiativetothelocalcommunity.• Afteraperiodoftimeconductthelittersurveyagain
andnoteanychangesinpeople’sattitudes.• Adoptalocalareatokeepclean.Talktothecouncil
aboutasuitablesiteclosetotheschool.Erectasignstatingthatyourclassandschoolareworkingtowardsrestoringthatarea.
• Getthelocalnewspaperinvolvedtohelpwholecommunityawareness–studentswritearticlesorgetaphotographerinforalitteractivityintheschool.
• BecomeaWasteWiseSchoolandseehowinsignificantaproblemlitterbecomesasstudentsenjoydoingtherightthingwiththeirwaste–contactwastewise@dec.wa.gov.au
The Arts• Drawapictureofwhatyouwouldlikeyourschoolto
looklikebeforeandafterthecampaign.• ArtistinResidence–arrangeforahands-on
workshopwithanartistfromtheVisualArtsFoundationWAusingamediumofyourchoicesuchaspainting,murals,fabrics,recycledmaterials,3D,puppetsandmore.Contact93834878oremailvisualarts@iinet.net.au.
• StudentsentertheNationalEnvironmentalArtcompetition–seewww.planetkids.biz
Technology and Enterprise• Takephotosoflitterintheschoolbeforeandafter
yourcampaign.
English• Designaflyerorpostcardencouragingpeoplenotto
litterandsendtofamilyandfriends.
True or False
Droppingchewinggumisn’treallylittering.
Youcanbefined$200forthrowingatissueoutthecarwindow.
Youdon’thavetoputyourrubbishinthebinwhenyougotothefootballorcricketorothersportingeventbecausepeoplearepaidtopickitupthere.
Litteryoudropinthestreetcouldaffectanimalsatthebeach.
Peoplearelesslikelytolitterinacleanareathaninonewhichisdirty.
Leavingapplecoresandotherfoodscrapsonthegroundforanimalstoeatisn’tlittering.
Itdoesn’tmatterifthebinissofullthatthelidwon’tclosewhenyouputitoutforcollection.
Allrubbishislitter.
What would you do in this situation?
Youhavehelpedyourdadtosweepupleavesaroundthehouseandonthefootpath.Whatshouldyoudowiththemaftersweeping?
Hosethemdownthedrain. Hosethemontonextdoor’sproperty.
Puttheminthecompost. Spreadthemonthegarden.
Yougototheparkforapicnicwithyourfamily.Whenyouarereadytoleaveyouhaveabagofrubbishbuttheparkbinisfull.Whatdoyoudowithit?
Leaveitbesidethebin. Takeitwithyoutothenextbin.
Leaveitnexttoagateorfence. Takeithomeandputitinthebinthere.
Youhavejustfinishedyourlunchatschoolandhavesomefoilfromyoursandwichleft.Yourfriendshavealreadygonetoplayandthebinisbackneartheclassroom.Whatshouldyoudo?
Putthefoilinacrackinthewallyou’re Putthefoilinyourlunchboxandtakehometo sittingonandhopeno-onenotices. useagaintomorrow.
Walkbackandputthefoilinthebin. Leavethefoilwhereyouweresittingbecause thecleanerswillpickituplater.
Youhavehadanice-creamatthebeachandneedtodisposeofthepopstickbutit’salongwalkuptothebin.Whatshouldyoudowithit?
Putitinyourbagandtakeittothe Buryitinthesandbecauseitwilleventually binwhenyougohome. decompose.
Throwitintheseabecausethe Takeithomeandputitinthebinthere. waterwillhelpittodecompose.
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Litter quiz
Tick one or more of the following answers:
Elementswhichcauselittertospreadfromonepointtoanotherare
dirt wind water traffic
Littermeans
rubbishthatisinabin containedwaste
rubbishoutsidethebin anywastethatisnotwhereit’smeanttobe
Problemslittercancauseinclude
roadaccidentsfromunsecuredloads hayfeverforchildrenatschool
firesfromlitcigarettebutts threattomarineanimalsandwildlife
Controllinglittermeans
motoristsusinglittercontainers imposingheavierpenalties
pedestriansthrowinglitterontheground allindividualsdisposingofwasteappropriatelynotingardens
Place the letter that matches each answer in the space provided.
A litter E environment I educationB habit F littering J hazardC disposal G rubbish K ecologyD waste H receptacle L litterbug
Acontainerusedforthecollectionoflitter.
Theactorprocessofgettingridofunwantedmaterials.
Thestudyoftheenvironment.
Unusableorunwantedmaterial.
Thesurroundingsorconditionsinwhichaperson,animalorplantlivesoroperates.
Thetendencytorepeatcertainbehaviourwithoutthinkingaboutit.
Rubbishorwasteleftinanopenorpublicplace.
Unimportantorvaluelessmaterial.
Apersonwhocarelesslydropsrubbishonafootpath,inapark,alongthehighway,etc.
Theactofcarelesslydiscardingwaste.
Theactoftraining,developingorcultivatingknowledge.
Adangerorrisk.
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Litterbugs
G N W N U P O L L U T I O N V H S B I XP N F A L I T T E R O I L R T P K W U GT Q I W T Z L B Y Y B E Q L R J F F H UN G H T S E U P L T V H A N W N H A A CE R O R O R R L E I E E I M A Q M M Y LM P X T B O Z W S L H I B P D U C P G HN U G L Y D H N A A C C A L P A M N B SO N P S R F E S B Y X Y W X Q U C W X KR D L M B P J I L M S O C Q M Y H E Y GI I I B X B T E S U E R I E D E S N D QV T V E I V X L R V O J Q J R D I I X GN I A Y A N X U T M O F D S I C B F Y QE D Z L Z X S T B Z T J I I X A B Z U BE A D R R T J H R A M C R G X R U S T PL I T I F F A R G E L S T Y I E R B Q JS O V G D C X C O E D Y Y Z F L P M W OQ X T U M X K B A G F U S P Q E E O U SK T T X Q A N N K D S T C Y H S I G R VT Y P C V Y U A F A I F O E L S Z Y S DA J O O O P J S Y J Q M F R M W M V F D
BIN
CARELESS
CLEAN-UP
DIRTY
DROP
ENVIRONMENT
EXPENSIVE
FINE
FOULSHOOTING
GRAFFITI
HABIT
HEALTH
LAZY
LITTER
POLLUTION
REDUCE
REUSE
RECYCLE
RUBBISH
UGLY
WATERWAYS
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10 questions gamePreparation
• Photocopyandcutoutthelittertemplatecards(alternativelymakeyourownusingoldmagazines).• Placethecardsinaboxorbag.
How to play
• Astudentdrawsacardoutandkeepsithiddenfromtheclass.• Theclassthentakesturnsataskingyes/noquestionstodiscoverthetypeoflitteronthecard.Forexample,
“Isitmadefrompaper?”,“Doyoudrinkoutofit?”,etc.• Iftheansweris“yes”thenthestudentwhoaskedthequestionhasanotherturn.Iftheansweris“no”another
studentasksaquestionandsoon.• Ifastudentidentifiestheitemtheygetapointhoweverif10questionsareaskedthestudentwhochosethe
cardgetsapoint.
The greater the number of cards available the more challenging the game becomes so students can add to the templates provided by creating their own cards.
Drinkcan Ice-creamwrapper Brokenglass Juicecarton
Plasticbags Chippacket Chocolatewrapper
Metalcan
Newspapers Cardboardbox Oldshoe Batteries
Milkcarton Usedtyre Plasticbottle Tissue
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Where Does the POO Go…When You Flush?byCarenTraffordPublisher:Etram,2007ISBN13:9780958187800Age:7-14Partofaseriesofbooks,‘EnvironmentalEducation–SeriousFun’,thisbookaddresseswhathappensafteryouflushthetoilet.Thenarrativenon-fictionapproachtracesthehistoryofsewagefromthefirstprehistoricdino-dumptotoday’smegasewagenetworksservicingourcities.Entertainingandinformative!
Why Should I Recycle? byJenGreenPublisher:Barron’sEducationalSeries,2005ISBN13:9780764131554Age:4–8Whatifeverybodythrewawayoldbottlesandnewspapers,litteringtheworldwithglassandplasticandtincansthatshouldberecycledandmadeintonewproducts?Mr.Jonesisateacherwhosetsagoodexampleforkidsbyseparatinghistrashforrecycling.Whenhetakesthemonaclasstriptoarecyclingplanttheylearnthevalueofrecycling.
Jackson Jones and the Curse of the Outlaw RosebyMaryQuattlebaum Publisher:RandomHouse,2006 ISBN13:9780385903653Age:7–11ChildrenwillenjoytheadventuresofJacksonJones,acitykidwhoconnectswiththenaturalworldthroughhisplotinthecommunitygarden.
Nobody Particular: One Woman’s Fight to Save the Bays byMollyBangPublisher:ChelseaGreen,2005ISBN13:9781931498944Age:9–12WhencommercialshrimperandmotherDianeWilsonfindsoutthatherlocalbaysarebeingpolluted,shesuccessfullypersuadesahugecorporationtoadoptenvironmentalsafeguards.Broughttolifeinstrikingillustrations.Printedon30percentpost-consumerrecycled,oldgrowthforest-freepaper.
Home byJeannieBakerPublisher:Greenwillow,2004ISBN13:9780066239354Age:4–8InthiswordlessvisualstoryofJeannieBaker’sexquisitecollages,overthecourseoftimeasachildgrowstoayoungadult,theviewfromherwindowalsochangesaspeoplegraduallyreclaimtheirneighbourhood.Fromableakurbansettingfilledwithgraffiti,billboards,decrepitbuildingsandfences,theviewevolvesintoabeautiful,livingcitylandscapefilledwithpeople,localnativeplantsandanimals.
The Big Book for the PlanetbyAnnDurell,JeanCraigheadGeorgeandKatherinePaterson.Publisher:DuttonChildren’sBooks,1993 ISBN13:9781879371613Age:7-12Notedchildren’sauthorsdemonstrateenvironmentalproblems,suchasoverpopulation,tamperingwithnature,litter,pollutionandwastedisposal.Poems,storiesandarticleswrittenandillustratedbyauthorsandartistswhothinktheEarthneedsmorecleanwater,lessgarbageandpollution.Alsoavailableinaudiocassette.
Non-fiction
Rubbish and Recycling byStephanieTurnbull Publisher:UsborneBeginners,2007ISBN13:9780746074817Age:4-8Anon-fictionbookfordevelopingreaders.Italsoprovidesanintroductiontothesubjectforolderreaders.
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Recommended reading
FictionThe Day the Trash Came Out to PlaybyDavidM.BeadlePublisher:Ezra’sEarthPublishing,2004ISBN13:9780972785501Age:4-8WhenyoungRobinthrowsacandywrapperonthestreetofhisbeautifultown,heunintentionallystartsaneventoflandfillproportions.It’snotlongbeforethetownbecomesoverrunbymischievous,high-spiritedlitter.CanRobinfixthesituationbeforeeverythingisburiedunderapileofunruly,stinkingtrash?
Just a Dream.byChrisVanAllsburgPublisher:HoughtonMifflinCo,1990ISBN13:9780395533086Age:7-10Asurrealisticmasterpieceabouttheenvironment!YoungWaltercouldn’tcarelessaboutlitterorrecyclinguntilaterrifyingnightmareaboutthefuture–withlandfillsbuyingneighbourhoods–terrifieshimintotakingcareoftheearth.
Dinosaurs and All That Rubbish byMichaelForeman Publisher:PuffinBooks,1993ISBN13:9780140552607Age:3–8Oneday,whenmanhadsetoutforadistantstar,thedinosaurscamebacktolifeandtidiedupthebarrenwasteshehadleftbehindhim.Manwasonlyallowedbackwhenheagreedthattheearthshouldbesharedandenjoyedbyeveryone.Alovelystoryabouttheeffectsofrubbishontheenvironment.Alsoavailableasamusicalplay.
Dinosaurs to the Rescue! byLaurieKrasnyBrownandMarcBrownPublisher:Little,BrownYoungReaders,1994ISBN13:9780316113977Age:4–8Colourful,cartoon-likedinosaurcharactersintroduceyoungchildrentobasicenvironmentalproblemsandoffereverydaysuggestionstohelpsavetheirplanetbyreducing,reusingandrecycling.Thebookpresentschildrenwithadvicetoconservenaturalresources,tofindusesforoldhouseholditems,torecyclegarbage,tocomposthouseholdwasteandtobecomeinvolvedinneighbourhoodprojects.Printedonrecycledpaper.
Lester and Clyde byJamesReecePublisher:Scholastic,1994ISBN13:9780590210317Age:4-10Thisseriesofbooksinnarrativerhymehavestrongmessagesabouthumanuseoftheenvironment.Thetwofrogslearnaboutpollutionandwaterqualityintheiradventuresandtoappreciatetheclean,naturalenvironmentoftheirpondhabitat.Severaltitlesincludea‘reduce,reuse,recycle’messageplusgeneralconservationmessagesforkids.
World Wide Waste…It’s not a Load of Rubbish byCarenTrafford Publisher:Etram,2007ISBN13:9780958187824Age:7-14Partofaseriesofbooks,‘EnvironmentalEducation–SeriousFun’,thisbookisintheformofaninterviewwithDumpi,averychattycrumpledpaperbag,andhismateswhoareonamissiontostopaPoo-Looterfromdoinghisdailydirtybusiness.Throughfascinatingfacts,humourandfun,readersareencouragedtolookatwasteissuesaroundtheworldanddosomethingaboutthem.
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Fun With Recycling: 50 Great Things for Kids to Make from Junk byMarionElliotPublisher:Southwater,2001ISBN13:9781842154083Age:7-12Anothergreatbookoncraftycreationsfromrecycledmaterials.Childrenwillrevelintheexcitingandcolourfulactivitiesinthisseries.
Ecoart!: Earth-Friendly Art and Craft Experience for 3 to 9 Year-Olds byLaurieCarlsonPublisher:Williamson,1993ISBN13:9780913589687Age:3–9Acomprehensivesourcebookwhichbeginswithart-and-craftsuppliesmadefromnaturalobjectsandmaterials,andendswithrecyclingandcomposting.Itprovidesabroadrangeofprojectsorganisedintorelatedgroupsanddescribedwithstep-by-stepinstructions.
Dream Bedroom: Use Recycled Materials to Make Cool Crafts (Ecocrafts) byRebeccaCraigPublisher:Kingfisher,2007 ISBN13:9780753414521Age:4–14‘EcoCrafts’isaseriesthatshowschildrenhowtorecycleeverydayobjectssuchasnewspapersandCDsintostylish,highlyindividualgiftsanddecorations.DreamBedroomcontains12projectstogiveeverychild’sbedroomaglittering,eco-friendlymakeover.Craftideas,suchasajungle-scenedesktidy,aresupportedbyeye-openingfactsaboutsafeguardingtheenvironment.
Acting for Nature bySneedB.CollardIllandActionforNaturePublisher:HeydayBooks,1999ISBN13:9781890771249Age:9–12WrittenbyaUSAenvironmentaleducationorganisationbasedinSanFrancisco,ActingforNatureprovidesengrossingandinspirationalaccountsofyoungpeoplefromelevencountrieswhochosetotakeactiontoimprovetheenvironmentalconditionsintheircommunities.
Come Back, SalmonbyMollyConeandSidneeWainwrightPublisher:SierraClubBooksforChildren,1992ISBN13:9780785758112Age:9–11ThetruestoryofrelentlessdeterminationoftheschoolchildrenatJacksonElementaryinEverett,WashingtontoreclaimthepollutedstreamofPigeonCreek.Litteredwithbottles,cansandevenoldrefrigerators,thechildrenlaunchamajorcommunityefforttocleanitupand,withtheaidofgrants,developasalmonspawningground.Thebookispresentedthroughinterviewsandfull-colourphotographsofthechildrenandteachersworkingattheirproject.
KAB brochures
Littering and Illegal Dumping addressesthefinesassociatedwithlittering.
Reporting Litterers tellshowyoucanhelpreducelitterbybecomingaKeepAustraliaBeautifullitterreporter.
Posters
VariouspostersareavailablebycontactingKeepAustraliaBeautifulon(08)64675169.
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I Can Help Recycle our Rubbish byVivSmithPublisher:FranklinWatts,2001ISBN13:9780749642921Age:5-12Thisbookispartofthe‘ICanHelp’serieswhichlooksatpracticalwayschildrencanprotecttheenvironment.Simpleactivitiesshowwhattheproblemsare,andsuggesthowtheycanmakearealdifferenceinpreservingtheplanet’snaturalresourcesthroughrecycling.Inthisbookchildrenareencouragedtothinkofwaystorecyclethingssothatthereislesswaste.
Garbage and Recycling (Young Discoverers: Environmental Facts and Experiments) byRosieHarlowPublisher:Kingfisher,2002ISBN13:9780753455036Age:4–8Explainingthedifferencebetweenbiodegradableandnon-biodegradablegarbage,thisbookshowshowglass,metal,andwoolcanbeeasilyrecycled.‘HowCanIHelp?’boxesgivesuggestionsfortheyoungenvironmentalistwhowantstorecycleathome.
Recycle!: A Handbook for Kids byGailGibbonsPublisher:Little,BrownYoungReaders,1996ISBN13:9780316309714Age:4-8Theprocessofrecyclingforglass,cans,paper,plasticandpolystyreneisexplainedtochildrenfromstarttofinishalongwithfactsabouttheuseofnaturalresources,thebenefitsofrecyclingandtheeffectsofnon-biodegradableproductssuchaspolystyreneontheenvironment.
Where Does the Garbage Go? ByPaulShowersPublisher:HarperTrophy,1994ISBN13:9780064451147Age:5–9Thisbookusesthelessonsofaclassroomtopresentchildrenwithformermethodsofwastedisposal,theuseofcitydumpsandoceandumping,whicharecontrastedtothecurrentuseoflandfillsandrecyclingprograms.Itexplainshowwasteismanagedinlandfillsandincineratorsandhowrecyclingmethodsconvertnewspapers,aluminium,glassandplasticintonewpaper,newcansandrollsoffoil,newglassbottlesandjars,andnewplasticflowerpotsandbenches.
Compost!: Growing Gardens From Your Garbage byLindaGlaserPublisher:MillbrookPress,1996ISBN13:9780761300304Age:4-8LindaGlaser’syoungnarratoraccompaniesusonacircularjourney-foodtogarbagetocomposttogardentofood-explaininginasimple,livelystylethemagicalprocessofdecomposition.Readerslearnabouttheamazingthingswhichtakeplaceovertimeinthecompostbinwherelayersofgrassclippings,leaves,andkitchenscrapsaretossedandturned.
Astonishing Art with Recycled Rubbish bySusanMatineau Publisher:KoalaBooks,2002ISBN13:978-1902915555Age:4–12Turnjunkintoamazingworksofart.Theprojects,suchasMeggaMosaicswitheggshells,havebeentriedandtested,useeverydaymaterialsandhaveclearstep-by-stepinstructions.
Likeable Recyclables byLindaScwartzPublisher:LearningWorks,1992ISBN13:9780881602104Age:4–8LikeableRecyclablesofferschildrenanendlessarrayoffun-filledwaystotaketrashandturnitintotreasures.Bags,bottles,boxes,cans,cartonsandcupscanbemadeintoavarietyoftoys,gamesandartobjectssuchaskachinadolls,castles,maracas,periscopes,animalfigures,rockets,totempoles,vehicles,walkie-talkiesanddollhouses.
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Links to your curriculum
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Learningaboutlitter
Society and environment
LOTE
English
Health and PE
Science
Mathematics
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